-Discuss Ch. 6 and 7
(Prep for discussion of the following:)
*Your Questions/Comments
1. Discuss the religious imagery in Slaughterhouse-Five. Is Billy supposed to be a Christ figure? What is the purpose of the numerous references to Adam and Eve?
2. View the symptoms of PTSD as identified below. Which of these does Billy fit? Find text evidence for support. Does Billy have PTSD? If so, what implications does this have for the novel? Posttraumatic Stress Disorder (PTSD) Diagnosis (from wikipedia…well known to not be a credible resource, unless you are a certified teacher)
Diagnosis
The diagnostic criteria for PTSD, per the Diagnostic and Statistical Manual of Mental Disorders IV (Text Revision) (DSM-IV-TR), may be summarized as:
A. Exposure to a traumatic event B. Persistent reexperience (e.g. flashbacks, nightmares) C. Persistent avoidance of stimuli associated with the trauma (e.g. avoidance of experiences that they fear will trigger flashbacks and reexperiencing of symptoms fear of losing control) D. Persistent symptoms of increased arousal (e.g. difficulty falling or staying asleep, anger and hypervigilance) E. Duration of symptoms for more than 1 month F. Significant impairment in social, occupational, or other important areas of functioning (e.g. problems with work and relationships.)
HW: Read Ch. 8
Tuesday
-Discuss Ch. 8
*Your Questions/Comments
1. Discuss the books of Kilgore Trout summarized in this chapter. Briefly summarize what happens in each. How do they add to and support the themes of Slaughterhouse-Five? **Choose a passage, then "Pan, track, and zoom."
The pan: Give the big picture: the context. Using a pan, we see everything from a distance; we see the "forest" within which the writer can later examine particular "trees." Pans establish the representativeness of the example the writer will later examine in more detail, showing that it is not an isolated instance.
The track: The camera now follows some sequence of action. Whereas a pan might survey a room full of guests at a party, a track would pick a particular guest and follow along as she walks across the room, picks up a photograph, proceeds through the door, and throws the photo in a trash can. Analogously, a writer tracks by moving in on selected pieces of the larger picture and following them to make telling connections among them.
The zoom: The camera moves in even closer on a selected, specific piece of the scene, allowing us to notice more of its details and how they connect to the whole. For example, the zoom might focus on the woman's hand as she crumples the photograph she's about to throw away. A writer zooms in by giving us more detail on a particular part of the evidence and making the details say more. This is where the writer focuses on depth and breadth of analysis with one specific piece of evidence.
2. Explain the following quote’s meaning in context, and also in its connection to the work as a whole: There are almost no characters in this story, and almost no dramatic confrontations, because most of the people in it are so sick and so much the listless playthings of enormous forces. One of the main effects of war, after all, is that people are discouraged from being characters. (164)
HW: Read Ch. 9
Wednesday
-Discuss Ch. 9
*Your Questions/Comments
1. Discuss Billy’s experiences on Tralfamadore. What do they say about Billy’s unmet psychological needs?
Small Groups: Write down your claims and evidence for each discussion topic. You should have at leastone claim for each topic, and at leasttwo pieces of text evidence for each claim.
1. The meaning of the bird’s chirp at the end of Slaughterhouse-Five is a matter of much debate. How do you interpret it? Consider that some critics claim that it is the embodiment of the “moral” of this novel; explain this interpretation (hint: consider the novel’s subjects and conflicts such as nature vs. technology/man and sense vs. senselessness, and how these relate to this possible “moral”).
2. Some critics claim that this novel attempts to recreate for the reader the experience of someone who suffers from PTSD. Assuming this is one way to read the novel, how does Vonnegut accomplish this?
3. In satire and especially postmodern novels (of which SH5 is both), the reader can’t take characters and events at face value alone, but must reach his or her own conclusions about deeper meanings. One unusual element in this novel is that Vonnegut himself appears in the book and occasionally expresses his outlook. Should we take Vonnegut at face value? How should we judge, for instance, the book’s “So it goes” indifference to death and war? Is this sentiment meant to be taken literally or ironically? Support your response.
Remember that, as Mr. Gwyn discussed in class (and I myself agree), our goal for Slaughterhouse Five is that everyone reads it and participates in all class discussions and activities. This is a book that, if you open its cover and read it, just might surprise and intrigue you. It might make you laugh, it will probably shock you, and it just might make you think--even reconsider--some of your opinions about war and violence. Our approaches to teaching the novel (Mr. Gwyn will be teaching you through the end of next week and then I'll pick up where he leaves off) will consist of two basic types:
sometimes you will have a chapter to read at night but minimal or no other homework, followed by in-class activities and discussion based on the chapter
sometimes we will read the book in class, and at night you will have a short activity to complete
Both of these approaches are designed with your senioritis in mind; we don't want to give you any more work than is necessary, but reading the book is necessary to do these things. You are ready to get out of the classroom, but Mr. Gwyn will soon be searching for teachings jobs, and Mr. Neff would like to keep his; we must work together on this.
If it appears that a good number of people are not doing the reading, then we will be forced to institute pop quizzes in an attempt to motivate those who need motivation; this is not at all what we want to do, so do not put us in a position where we must do this.
Poetry. "Shall I compare thee to a summer's day? Well ... maybe not. It seems a lot of readers these days are leaving poetry on the shelf...Why bother? Why read poetry at all? [This author] has a rather surprising answer: 'I don't know that people ought to bother. I think that poetry is one of those choices you make in life that's ... it's not really susceptible to reasoning or arguments. Orr says he reads poetry because it helps him negotiate the world around him and understand his own feelings about that world. 'And also, just because it entertains me,' he adds. 'I think a better way to approach the question 'why bother?' is not to answer it — but rather just to say that if you do bother, it can be worthwhile.'" ("A Poetry Critic Asks: Why Bother?).
Then, read the poll choices below. Click your choice, and then click vote. You should then see the poll results so far, and you're done. Thanks!
If you are not present to take this quiz on this day, you will be taking it on your own-- no groups.
Expect a variety of multiple choice, matching, etc. drawn from the Groups' presentations, as well as two or three short essays based on points we discussed in class.
The Essays:
1. Analyze Huxley’s use of satire to expose the shortcomings of his society: what aspects of the “real world” does he criticize in the book, how does he do so, and why (for what purpose) does he do it?
As always, be sure to provide specific examples from the text to support your claims, and avoid plot summary.
2. Analyze Huxley’s use of foilcharacters in Brave New World: what characters serve as foils to each other, how do they compare and contrast, and what do their differencesrevealabout them and potentially any thematic (message) of the book as a whole?
As always, be sure to provide specific examples from the text to support your claims, and avoid plot summary.
3. Analyze Huxley’s use of allusion in Brave New World. What allusions does Huxley make (and through which character(s)) and how do these allusions inform the character(s) and situation(s) involved in Brave New World?
As always, be sure to provide specific examples from the text to support your claims, and avoid plot summary.
Tuesday BNW Groups all week: see above
Ch. 11 and 12
Monday Quiz on Brave New World Ch. 1-4 --Character and Term matching: Henry Foster, Helmholtz, Mustapha, DHC, Lenina, Bernard, Bokanovsky Group, Ford, Freud --Multiple Choice --Quotation Matching: Bernard, Helmholtz, Mustapha, Lenina, Fanny --Reading Passage Response
Tuesday Brave New World Teaching Groups: Ch. 5 and 6
Wednesday Brave New World Teaching Groups: Ch. 7 and 8
Thursday
Friday BNW Teaching Group: Ch. 9 and 10
Monday 3/7 through Friday 3/11
Monday
Discuss Ch. 1 and 2 (your quote journals)
Discuss the characteristics of a dystopian novel present in BNW
"'And that,' put in the Director sententiously, 'that is the secret of happiness and virtue--liking what you've got to do. All conditioning aims at that: making people like their unescapable social destiny'" (16).
Examples of behaviors, attitudes, or beliefs that arise, in part, from conditioning in our society? What processes are used to condition (where does conditioning come from in our society)? Is conditioning good? Bad?
Read the passage in Chapter 2, beginning on page 22 with, “One of the students held up his
hand,” and ending, “But then most historical facts are unpleasant” on page 24. Discuss Huxley’s use of satire to expose the shortcomings of his
futuristic society. Do not merely summarize the passage.
HW: Read Ch. 3 and 4: journal, two quotes per chapter
Wednesday
Discuss BNW Ch. 3 and 4
Read the passage in Chapter 3 beginning on page 47 with, “But, my dear chap, you’re welcome,
I assure you,” and ending on page 49 with, “I do love flying. I do love flying.” Discuss how Huxley’s technique of presenting multiple, differing
ideas in short quips foreshadows coming events and works as an effective narrative device.
HW: Read TIME "Singularity" article. Highlight anything you find interesting or thought-provoking.
Thursday
Discuss "Singularity" article and implications/ethical concerns
Meet in BNW Teaching Groups
Friday
BNW Teaching Groups Prep
HW: Review for BNW Quiz on Ch. 1-4. Quiz is Monday. Read BNW Ch. 5 and 6 for Tuesday: Ch. 5/6 Group will teach Tuesday. (first two groups to go will receive numerical bonus to grade)
Complete Yes/No Discussion Sheet on Ethical Issues (keep this sheet; we'll use it other days)
HW: for THURSDAY: Read Brave New World intro packet p. 3-18. You'll have a quiz on Thursday, so be prepared to
(#1 and #2) provide two figures/events from the Historical Background section and (#3 and #4) briefly explain their importance (p.3-7);
(#5 and #6) name two characters and explain the significance/references behind their names (p.8-9) (#7 and #8);
define the dystopian novel (#9) and provide two conventions of the genre (p.10) (#10 and #11);
identify one of the real life, failed Utopian societies (#12) and explain why it failed (p.11-13) (#13);
name one theme/subject of the novel (#14) and one motif that occurs in it (p.14-18) (#15).
Wednesday 3/2
Lessons Learned
5th Period: Nicole K. ; Tasha H.; Byron P.; Josh W.; Alden R.
8th Period: Scottie F. ; Austin S.; Lindsey K.; Maura P.; Sierra W.
Test/Quiz Make-up Day
Thursday 3/3
Brave New WorldQuiz on Background reading
Discussion on Yes/No Ethical Issues sheet from Tuesday
Friday 3/4
Spelling Bee #2 HW: Read Chapters 1 and 2 in Brave New World Complete and bring Quote Journal to class. Due Monday. No late acceptance unless absent. 2 quotes PER chapter. Base off of Marginal Notes handout, a la Siddhartha Journals:
Chapter 1: Describe the Fertilizing Rooms; What is Bokanovsky's Process?; According to Henry Foster, what is the goal of decanting the lower castes?
Chapter 2: What reason does the Director give for conditioning the babies to hate flowers and books?; What is hypnopaedia?; How does the World State's use of hypnopaedia differ from its original use?
Based on the first two chapters, what do you consider to be Huxley's feelings towards moral and scientific education?
Monday 2/14
Full drafts due (full, 1/2, or no credit: no late credit)
Peer revision day
Tuesday 2/15
David Foster Wallace speech (assignment due)
Receive next essays: Dave Barry essay and Malcolm Gladwell essay
Wednesday 2/16
Prep for Friday's test (AP language essay samples and tips)
Thursday 2/17
Dave Barry essay: analyze for rhetorical strategies in class (8th period: no required work, but be ready for Friday's test)
Friday 2/18 Rhetoric Test #2: application
For this test, you'll be given a prompt on a short essay passage. You will have to "write an essay in which you analyze the rhetorical strategies used by the author to explain his experience and convey his attitude toward that experience." You will do this during the class period, and will recieve no extended time (unless normally allowed).
This is the same thing we've been doing in class with the essays we've discussed, but now you have to do it on your own in a timed setting, with a new work. To prepare, make sure you review and are familiar with your terms, particularly how to examine and write about aspects of Persona (be able to write about tone, diction, syntax, imagery, metaphor) and be able to find and analyze different Audience appeals (logos, ethos, pathos). If you don't know what these rhetorical terms and devices are, then you won't know how to find them and analyze how they work, and thus you will have nothing of importance to say in your essay, and--as such--you will perform miserably on this test.
Know your rhetoric and you'll be just fine.
Following week (2/21 through 2/25)
Rhetorical Analysis of Film
Friday 2/25: U7 Vocab Quiz
Final Paper DUE: Monday 2/28: if you don't hand it to me in class on Monday (or the next day you're in class, if absent), it's late (-10% per day late).
Also, submit it to turnitin.com. If you don't submit, it's a zero, regardless of whether or not you give me a print copy.
If plagiarized, you will have the opportunity to revise and submit a nonplagiarized version, or take a zero and submit to Parkland's punishment for academic dishonesty.
Monday 2/7
Keynote: overview of Rhetoric terms and examples from Thoreau, The Onion, etc.
Tuesday 2/8
Discussion of Questions #1-4 on Thoreau (application of rhetorical terms): your answers; my answers
HW: Identify these sections in Thoreau's essay (if they exist). Analyze essay further for a quoted example each of logos, pathos, and ethos.
Wednesday 2/9
Discussion of Thoreau's essay: exordium, narration, etc. and
logos, pathos, ethos examples (COLLECT):
Write down example of logos, pathos, ethos. Include paragraph number and quote the line (can quote beginning and end if it's long). Briefly explain (2-3 sentences) WHY each is an example of logos, etc.
Read Dave Barry "On College" in class and analyze for persona, audience, etc.
HW: Read David Foster Wallace commencement speech and analyze for Persona (including but not limited to tone, diction, syntax, and any figurative language, such as metaphor) and Audience appeals (logos, pathos, ethos)
Note that we'll try to get to this as early as possible, but that probably won't be until Monday.
Thursday 2/10
Lessons Learned Presentations:
5th period: Petey K.; Steve B.; Derek B.; Sam H.; Nicole K.
8th period: Scott F.; Collins H.; Dani L.; Kayla M.; Chris N.
(If I had to do this, my categories would probably be something to the effect of Family/Friends; Athletics and Hobbies; Literature and Music; Travel)
Friday 2/11
Quiz on Basic Rhetorical Terms; multiple choice; identification of logos, ethos, pathos at work Know the following terms and be able to recognize them at work in a text: Rhetoric Rhetor Aristotelian Triad Persona Subject Audience Voice Diction Denotation Connotation Syntax Tone Logos Ethos Pathos Context Aim/Purpose/Intention Genre Exordium Narration Partition Confirmation Refutation Peroration Parallelism Anaphora Antithesis
Logos: "Confucius said, ‘If a state is governed by the principles of reason…” (Thoreau).
Pathos: There are thousands who are in opinion opposed to slavery and to the war, who yet in effect do nothing to put an end to them; who, esteeming themselves children of Washington and Franklin, sit down with their hands in their pockets, and say that they know not what to do, and do nothing…” (Thoreau).
Ethos: “If at this moment, you’re worried that I plan to present myself here as the wise old fish explaining what water is to you younger fish, please don’t be. I am not the wise old fish” (Wallace).
MON. 1/31 through FRI. 2/4 Monday DUE: Paper outline OR 2 pg. draft (one on one conferences) HW (for Thursday): Read Thoreau essay and complete questions #1-4 (see link on Language and Rhetoric towards bottom: print and complete Thoreau questions at bottom of page) Tuesday
snow Wednesday
snow Thursday
Library: finish outline/draft conferences Friday
U6 Vocab Quiz
--Rhetoric terms intro HW for Monday: Read Thoreau essay and complete questions #1-4 See Language and Rhetoric if you need the documents.
THURS. 1/27 and FRI. 1/28
Thursday
Work day: iSearch
Friday
Lessons Learned
HW: --Assign Thoreau Essay
Week of WED. 1/19 through FRIDAY 1/21
Wednesday Midterm Details: MONDAY 1/24, from 7:45-9:22: 5th period in C149; 8th period in C150
Characteristics of an effective thesis statement: precise in scope, yet comprehensive of topics; appropriate to paper's purpose (cause/effect; problem/solution; essay of evaluation; essay of argumentation/position paper); suggestive of the paper's scope/topics; grammatically sound
example:Teen suicide, and with it, adolescent depression, are national epidemics that must be cured before more of our nation’s youth make the irreversible decision to end their own lives. As with any epidemic, the government itself should take action; in this case, it must make preventative counseling services widely and freely available to any young people who seek them.
activity: Lotto Discussion of three (3) working thesis statements --->analyze each for characteristics of an effective thesis
Week of MONDAY 1/10 through FRIDAY 1/14 From now until the end of the iSearch project, bring all book(s) and sources with you to class. I recommend you keep them in a separate folder in your binder. Monday -Laptops -Lessons Learned project files due to me by end of period (if absent, due next day of your appearance) or late. -Completed Research Project Topic Proposals due to me at beginning of period (if absent, etc.) or late.
Tuesday -Finish collecting projects and checking Topic Sheets -Laptops -Find more research sources; read/annotate your book and other sources for evidence for your paper
Wednesday snow day
Thursday -See additions to Isearch assignment file on ISearch Paper Resources: Overview of differing Paper approaches and Research Process. -Identify approach and update working thesis (due Monday); discuss characteristics of an effective thesis [focused yet comprehensive; appropriate to paper's purpose (argumentative, etc.); suggestive of the paper's scope/subtopics; grammatically sound]; -hand out Source sheets (due Monday)
-MLA Overview: Quoting, Paraphrasing, and Works Cited. Assign Source Sheet #1 (due tomorrow) and Works Cited (due Monday). Wednesday Works Cited due
Week of MONDAY 12/20 through THURSDAY 12/23 -Finish film: Life is Beautiful -Discuss Lessons Learned Project plans; view examples; begin work
Week of MONDAY 12/13 through FRIDAY 12/17
Monday
Discuss weekend's readings: "The Stranger" Critical Essay and excerpt from "Reflections on the Guillotine"
Discuss "Lessons Learned" Project (handout) (handout due Wednesday)
Tuesday
Begin Life is Beautiful film
Wednesday
Life is Beautiful
Thursday
Final Test on The Stranger
Friday
Life is Beautiful film and Existentialism/Absurdism
Week of MONDAY 12/7 through FRIDAY 12/11
Monday
Collect and (anonymously) discuss Stranger Reading Journals from Part 2: Ch. 1 and 2
(Pt. 1 Ch. 1): "Everything was so natural, so well handled, and so calmly acted out that I had the ridiculous impression of being 'one of the family'...the judge...[said] to me cordially, 'That's all for today, Monsieur Antichrist'" (70-71).
Meursault is unwittingly falling into the role they've constructed for him: criminal (and how they define that role). The judge even renames him to match this.
(Pt. 1 Ch. 2): In Absurdism, the necessity of existence is for the individual to find his or her own happiness regardless of one's environment or situation...even in "the rock" itself.
Meursault's growing self-awareness (and recognition of the Absurd condition) allows him to come to terms with this and find contentment. "When I was first imprisoned, the hardest thing was that my thoughts were those of a free man. For example, I would suddenly have the urge to be on a beach and to walk down to the water....Afterwards my only thoughts were those of a prisoner...I often thought that if I had to live in the trunk of a dead tree...little by little I would have gotten used to it...There were others worse off than me" (76-77). Additionally, because he understands his condition, accepts it, and even finds contentment in it, unlike the other prisoners, he is able to transcend the punishment that the Law has given him (see p. 78). When thinking of Meursault's condition and reaction, don't forget that Camus himself was living in a time when his people were occupied by Hitler's armies.
Are you able to do this? Can you find your happiness, regardless of your environment and your situation? Can you find a reason to be happy and a moment of happiness in every single day? For me, this is one of Camus's most important "lessons" in The Stranger (and through it, Absurdism): acceptance of the human condition and revolt into happiness, as opposed to rejecting life (to which Camus's reply is "No. No.")
Tuesday --Discuss "The Absurd Hero" essay: characteristics of the Absurd Hero. Application to The Stranger. --Review for tomorrow's test on Part 1 and Camus's Philosophy of the Absurd
Wed. Test on Camus's Philosophy of the Absurd and The Stranger: Part 1
HW: Read The Stranger Ch. 3 and 4 --Complete Study Guide Q's #2, 5, 7, 8, 9, 10 (Ch. 3); Q's #1, 3, 5, 8, 9 (Ch. 4) --Reading Journal for Ch. 3 and 4 OR wait until tomorrow and do Ch. 5 --For the journal, choose any one of the "Essential Questions" on the Camus and The Stranger page and apply this to the chapter(s), in addition to including your own reactions and observations.
Thurs. Discuss Part 2: Ch. 3 and 4 and study guide questions
Your Reactions/Journals
Ch. 3: "In the darkness of my mobile prison I could make out one by one....as if familiar paths traced in summer skies could lead as easily to prison as to the sleep of the innocent" (97). Meursault's comments support fatalism (fate's influence on our path--little free will).
Ch. 4: "Everything was happening without my participation. My fate was being decided without anyone so much as asking my opinion" (98). (Camus's possible metaphor of Meursault in the Courtroom as Man in the Absurd Universe)
HW: Read Ch. 5 (Q's # 6, 7, 8) --Reading Journal if you didn't do Ch. 3 and 4 -- --For the journal, choose any one of the "Essential Questions" on the Camus and The Stranger page and apply this to the chapter(s), in addition to including your own reactions and observations.
Fri. Discuss Ch. 5, the end.
Your reactions/journals
Symbolism on p. 108; evidence of Absurd on p. 109; The meaning of the end [(connection to Meursault's story of his father (109); comment on Maman (122); Meursault's epiphany (122-123)]
Who is the Stranger (a.k.a. Outsider)? Could it be anyone other than Meursault? (see Camus and The Stranger Essential Question)
5 min. film
Begin excerpt from "Reflections on the Guillotine"
HW: Read the Critical Essay titled "The Stranger" and answer related questions.
ALSO, download the following file; read the directions and answer the questions as they pertain to the first three pages of Camus's essay "Reflections on the Guillotine" (.pdf also included here).
next week: Existentialism and Absurdism in Life is Beautiful
Week of Tuesday 11/30 through Friday 12/3
Tuesday: Discussion of The Stranger, Ch. 1, 2, 3
Wednesday: Hey there Gifted and High Potential people. Sorry about the absence today; I'm sure you're all wishing we could be discussing Absurdism, but I'm out sick. On the other hand, that windy, dark, rainy day outside is perfect for reading Camus! Here's the updated plan for the week: Homework for Today: finish Part 1 of The Stranger (read through and including Chapter 6) and complete your study guide.
Thursday: We're going to attempt discussion of Chapter 4, 5, 6, and the book as a whole up to this point. I feel like we've struggled a bit up to this point in our discussions, but part of that is my fault. We're going to take a little different, hopefully more focused approach and see what we can get out of it (we're going to be doing more writing: get excited!). It's an easy read, but a complex discussion. -No quiz today, as previously discussed. We'll do this next week after we've finished Part 1. Quiz will be on Part 1 and the background on Absurdism that we discussed in class.
Discussion of Reading Journal assignment. In-class journal write on any chapter(s) from Part 1:
Essential Question Focus: So what's this book all about? It's Camus's attempt to put his philosophy of the Absurd and the Absurd Hero into a narrative form.
It's easy enough to dismiss this book as boring, simply written, and thus not worth reading. While the first descriptor is certainly subject to opinion, the second (and with it, the third), I can attest as being intentional on Camus's part. Meursault is an outsider and a "blank" character of sorts--he reports only physical stimuli, and does not appear to be concerned with anything emotional, moral, or otherwise abstract. Only the physical, only the here and now. In this way, Camus forces us as readers to compare and contrast Meursault and his behavior with our own thoughts and actions. How are we like him? How are we different? Why does he seem so foreign to us? Are his actions justified or are others' judgments of him justified? Meursault is not just a blank slate, but a mirror; in looking at and judging Meursault, Camus wants us to subject ourselves (and our society) to the same scrutiny.
With that perspective in mind, here's the prompt: consider every other character in the book (you the Reader included) as a foil to Meursault. How is he similar to and different from each of the other human characters he (and thus we) encounter in the novella? How is he similar to and different from you?
Discussion of Responses (hand in as well).
Discussion of Ch. 4, 5, 6. Questions? Confusion?
Friday: Unit 4 Vocab Quiz. HW: Read Part 2: --Chapters 1 and 2 (p. 63-81); --Complete study guide (Ch. 1 Questions #2, 4, 5, 7, 8, 9; Ch. 2 Questions #2, 5, 6, 7, 8, 9) --Complete Reading Journal on The Stranger (see Reading Journal file on Camus and The Stranger) and bring to Monday's class. No specific prompt, just your reactions and observations to Ch. 1 and 2.
MON Week of MON. 11/22 to WED. 11/24 Albert Camus and the Philosophy of the Absurd; Existentialism background.
HW Check: "Albert Camus and the Philosophy of the Absurd" questions. Discuss.
Read and discuss "The Myth of Sisyphus".
Hand out The Stranger (return Siddhartha); hand out The Stranger study guide and assign.
HW: Read The Stranger Part 1, Chapter 1 (p.3-18). Answer questions in study guide for Chapter 1.
WEDNESDAY 11/24
Discuss Part 1, Chapter 1 and study guide questions.
HW: Read The Stranger Part 1, Chapter 2 (p.19-24) and Chapter 3 (p.24-33). Answer questions in study guide. Expect a short Quiz upon return (next Tuesday).
Letter to an English 12 rookie: You will write a letter addressed to yourself (well, an earlier version of yourself): yourself at the beginning of this year, on day one of English class. Try to remember what questions, concerns, worries, and interests you// had on the first day of class, and express and try to respond to these.Tell yourself what you (the earlier you) should expect from the class. What will he or she enjoy? What will be challenging? What will he remember? What will she forget? What will make the class worthwhile, useful? And so on.
ENGLISH 4 GHP Homepage
1st Marking Period Spelling Bee:
Final Exam
50 Objective Questions (multiple choice, matching, true/false)
and 2 well-developed essays
Monday 5/23 through Friday 5/27
Monday
Meet in LIBRARY CLASSROOM for project.
Tuesday
Meet in LIB. CLASSROOM for project. (due next Tuesday)
Wed
Begin Poetry and TP-CASTT
Back in regular classroom.
Thurs
Poetry and TP-CASTT
Fri
U9 Vocab Quiz
Lessons Learned
Monday 5/16 through Friday 5/20
Monday
-Discuss Ch. 6 and 7
(Prep for discussion of the following:)
*Your Questions/Comments
1. Discuss the religious imagery in Slaughterhouse-Five. Is Billy supposed to be a Christ figure? What is the purpose of the numerous references to Adam and Eve?
2. View the symptoms of PTSD as identified below. Which of these does Billy fit? Find text evidence for support. Does Billy have PTSD? If so, what implications does this have for the novel?
Posttraumatic Stress Disorder (PTSD) Diagnosis
(from wikipedia…well known to not be a credible resource, unless you are a certified teacher)
Diagnosis
The diagnostic criteria for PTSD, per the Diagnostic and Statistical Manual of Mental Disorders IV (Text Revision) (DSM-IV-TR), may be summarized as:
A. Exposure to a traumatic event
B. Persistent reexperience (e.g. flashbacks, nightmares)
C. Persistent avoidance of stimuli associated with the trauma (e.g. avoidance of experiences that they fear will trigger flashbacks and reexperiencing of symptoms fear of losing control)
D. Persistent symptoms of increased arousal (e.g. difficulty falling or staying asleep, anger and hypervigilance)
E. Duration of symptoms for more than 1 month
F. Significant impairment in social, occupational, or other important areas of functioning (e.g. problems with work and relationships.)
HW: Read Ch. 8
Tuesday
-Discuss Ch. 8
*Your Questions/Comments
1. Discuss the books of Kilgore Trout summarized in this chapter. Briefly summarize what happens in each. How do they add to and support the themes of Slaughterhouse-Five?
**Choose a passage, then "Pan, track, and zoom."
2. Explain the following quote’s meaning in context, and also in its connection to the work as a whole:
There are almost no characters in this story, and almost no dramatic confrontations, because most of the people in it are
so sick and so much the listless playthings of enormous forces. One of the main effects of war, after all, is that people are
discouraged from being characters. (164)
HW: Read Ch. 9
Wednesday
-Discuss Ch. 9
*Your Questions/Comments
1. Discuss Billy’s experiences on Tralfamadore. What do they say about Billy’s unmet psychological needs?
2. Discuss PROJECT:
HW: Read Ch. 10
Thursday
-Discuss Ch. 10 and the book as a whole.
*Your Questions/Comments
1. The meaning of the bird’s chirp at the end of Slaughterhouse-Five is a matter of much debate. How do you interpret it?
Consider that some critics claim that it is the embodiment of the “moral” of this novel; explain this interpretation (hint: consider the novel’s subjects and conflicts such as nature vs. technology/man and sense vs. senselessness, and how these relate to this possible “moral”).
2. Some critics claim that this novel attempts to recreate for the reader the experience of someone who suffers from PTSD. Assuming this is one way to read the novel, how does Vonnegut accomplish this?
3. In satire and especially postmodern novels (of which SH5 is both), the reader can’t take characters and events at face value alone, but must reach his or her own conclusions about deeper meanings. One unusual element in this novel is that Vonnegut himself appears in the book and occasionally expresses his outlook. Should we take Vonnegut at face value? How should we judge, for instance, the book’s “So it goes” indifference to death and war? Is this sentiment meant to be taken literally or ironically? Support your response.
Did you enjoy Slaughterhouse-Five but are still a bit confused about what it all meant (who isn't)?
Check this out for some great interpretations of a lot of its more confusing elements.
Friday
-Play (report to BLACK BOX)
Monday 5/9 through Friday 5/13
Monday
Discuss Ch. 3
HW: Read Ch. 4
Tuesday
Discuss Ch. 4
HW: read first part of Chapter 5 (come in tomorrow with a quote or question).
Wednesday
Discuss first part of Chapter 5.
HW: Finish Ch. 5.
Thursday
Discuss second part of Chapter 5.
HW: Read Ch. 6 and 7 for Monday
Friday
Early dismissal (no 8th period)
5th period: Lessons Learned
Monday 5/2 through Friday 5/6
Monday
- Kite Runner Lit Analysis Papers due. Print copy and submit to turnitin.com.
- Background Quiz on Slaughterhouse Five
- hand out books
- Intro powerpoint on SH5:
Slaughterhouse-Five.pptx
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- 152 KB
SlaughterhouseFive.key
- Details
- Download
- 384 KB
HW: Read Chapter 1 of Slaughterhouse FiveA Note on Slaughterhouse Five and Senioritis
Tuesday
Wednesday
- Read Ch. 2 in class and discuss.
HW: Read Ch. 3Thursday
Mohamed: Escape from War in Guinea
Friday
Thursday 4/28
Thursday 4/21
Survey
First, see the following links to preview the two book choices. Just read the summaries and possibly the customer reviews if you're interested.
Then, read the poll choices below. Click your choice, and then click vote. You should then see the poll results so far, and you're done. Thanks!
Brave New World Teaching Groups
Monday 3/28
Final BNW Test
Tuesday 3/29 on
The Kiterunner (with Mr. Gwyn)
Monday 3/20 through Friday 3/24
Monday
Test on BNW: Ch. 5-10
- Groups of up to 3, but no more.
- If you are not present to take this quiz on this day, you will be taking it on your own-- no groups.
- Expect a variety of multiple choice, matching, etc. drawn from the Groups' presentations, as well as two or three short essays based on points we discussed in class.
- The Essays:
- 1. Analyze Huxley’s use of satire to expose the shortcomings of his society: what aspects of the “real world” does he criticize in the book, how does he do so, and why (for what purpose) does he do it?
As always, be sure to provide specific examples from the text to support your claims, and avoid plot summary.- 2. Analyze Huxley’s use of foil characters in Brave New World: what characters serve as foils to each other, how do they compare and contrast, and what do their differences reveal about them and potentially any thematic (message) of the book as a whole?
As always, be sure to provide specific examples from the text to support your claims, and avoid plot summary.- 3. Analyze Huxley’s use of allusion in Brave New World. What allusions does Huxley make (and through which character(s)) and how do these allusions inform the character(s) and situation(s) involved in Brave New World?
As always, be sure to provide specific examples from the text to support your claims, and avoid plot summary.Tuesday
BNW Groups all week: see above
Ch. 11 and 12
Wednesday
Ch. 13 and 14
8th period: related to our conversation during today's class:
What's love got to do with it?
Thursday
Ch. 15 and 16
Friday
Ch. 17 and 18
BNW Final Test (Ch. 11-18) on Monday
Monday 3/14 through Friday 3/18
Monday
Quiz on Brave New World Ch. 1-4
--Character and Term matching: Henry Foster, Helmholtz, Mustapha, DHC, Lenina, Bernard, Bokanovsky Group, Ford, Freud
--Multiple Choice
--Quotation Matching: Bernard, Helmholtz, Mustapha, Lenina, Fanny
--Reading Passage Response
Tuesday
Brave New World Teaching Groups: Ch. 5 and 6
Wednesday
Brave New World Teaching Groups: Ch. 7 and 8
Thursday
Friday
BNW Teaching Group: Ch. 9 and 10
Monday 3/7 through Friday 3/11
Monday
hand,” and ending, “But then most historical facts are unpleasant” on page 24. Discuss Huxley’s use of satire to expose the shortcomings of his
futuristic society. Do not merely summarize the passage.
Tuesday
- Discuss Ch. 1 and 2 (your quote journals)
- Brave New World page quotes/discussion
- Designer Babies video?
HW: Read Ch. 3 and 4: journal, two quotes per chapterWednesday
- Discuss BNW Ch. 3 and 4
- Read the passage in Chapter 3 beginning on page 47 with, “But, my dear chap, you’re welcome,
HW: Read TIME "Singularity" article. Highlight anything you find interesting or thought-provoking.I assure you,” and ending on page 49 with, “I do love flying. I do love flying.” Discuss how Huxley’s technique of presenting multiple, differing
ideas in short quips foreshadows coming events and works as an effective narrative device.
Thursday
Friday
- BNW Teaching Groups Prep
HW: Review for BNW Quiz on Ch. 1-4. Quiz is Monday.Read BNW Ch. 5 and 6 for Tuesday: Ch. 5/6 Group will teach Tuesday. (first two groups to go will receive numerical bonus to grade)
Monday 2/28
- Collect final research papers
- pictures(?)
Tuesday 3/1- Intro Brave New World
- "Shift Happens" Video: Two things you didn't know and/or found interesting.
- Top Ten Quotes:
Top Ten Quotes from NovelGuide.doc
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- Complete Yes/No Discussion Sheet on Ethical Issues (keep this sheet; we'll use it other days)
HW: for THURSDAY: Read Brave New World intro packet p. 3-18. You'll have a quiz on Thursday, so be prepared toWednesday 3/2
- Lessons Learned
- 5th Period: Nicole K. ; Tasha H.; Byron P.; Josh W.; Alden R.
- 8th Period: Scottie F. ; Austin S.; Lindsey K.; Maura P.; Sierra W.
- Test/Quiz Make-up Day
Thursday 3/3- Brave New World Quiz on Background reading
- Discussion on Yes/No Ethical Issues sheet from Tuesday
Friday 3/4Spelling Bee #2
HW: Read Chapters 1 and 2 in Brave New World
Complete and bring Quote Journal to class. Due Monday. No late acceptance unless absent. 2 quotes PER chapter. Base off of Marginal Notes handout, a la Siddhartha Journals:
Consider:
Monday 2/14
Full drafts due (full, 1/2, or no credit: no late credit)
Peer revision day
Tuesday 2/15
David Foster Wallace speech (assignment due)
Receive next essays: Dave Barry essay and Malcolm Gladwell essay
Wednesday 2/16
Prep for Friday's test (AP language essay samples and tips)
Thursday 2/17
Dave Barry essay: analyze for rhetorical strategies in class (8th period: no required work, but be ready for Friday's test)
Friday 2/18
Rhetoric Test #2: application
For this test, you'll be given a prompt on a short essay passage. You will have to "write an essay in which you analyze the rhetorical strategies used by the author to explain his experience and convey his attitude toward that experience." You will do this during the class period, and will recieve no extended time (unless normally allowed).
This is the same thing we've been doing in class with the essays we've discussed, but now you have to do it on your own in a timed setting, with a new work. To prepare, make sure you review and are familiar with your terms, particularly how to examine and write about aspects of Persona (be able to write about tone, diction, syntax, imagery, metaphor) and be able to find and analyze different Audience appeals (logos, ethos, pathos). If you don't know what these rhetorical terms and devices are, then you won't know how to find them and analyze how they work, and thus you will have nothing of importance to say in your essay, and--as such--you will perform miserably on this test.
Know your rhetoric and you'll be just fine.
Following week (2/21 through 2/25)
Rhetorical Analysis of Film
Friday 2/25: U7 Vocab Quiz
Final Paper DUE: Monday 2/28: if you don't hand it to me in class on Monday (or the next day you're in class, if absent), it's late (-10% per day late).
Also, submit it to turnitin.com. If you don't submit, it's a zero, regardless of whether or not you give me a print copy.
If plagiarized, you will have the opportunity to revise and submit a nonplagiarized version, or take a zero and submit to Parkland's punishment for academic dishonesty.
Monday 2/7
Keynote: overview of Rhetoric terms and examples from Thoreau, The Onion, etc.
Tuesday 2/8
- Discussion of Questions #1-4 on Thoreau (application of rhetorical terms): your answers; my answers
- Terms list for quiz
- Keynote: define exordium, narration, partition, confirmation, refutation, peroration
HW: Identify these sections in Thoreau's essay (if they exist).Analyze essay further for a quoted example each of logos, pathos, and ethos.
Wednesday 2/9
- Discussion of Thoreau's essay: exordium, narration, etc. and
- logos, pathos, ethos examples (COLLECT):
- Write down example of logos, pathos, ethos. Include paragraph number and quote the line (can quote beginning and end if it's long). Briefly explain (2-3 sentences) WHY each is an example of logos, etc.
- Read Dave Barry "On College" in class and analyze for persona, audience, etc.
HW: Read David Foster Wallace commencement speech and analyze for Persona (including but not limited to tone, diction, syntax, and any figurative language, such as metaphor) and Audience appeals (logos, pathos, ethos)Note that we'll try to get to this as early as possible, but that probably won't be until Monday.
Thursday 2/10
Lessons Learned Presentations:
5th period: Petey K.; Steve B.; Derek B.; Sam H.; Nicole K.
8th period: Scott F.; Collins H.; Dani L.; Kayla M.; Chris N.
(If I had to do this, my categories would probably be something to the effect of Family/Friends; Athletics and Hobbies; Literature and Music; Travel)
Friday 2/11
Quiz on Basic Rhetorical Terms; multiple choice; identification of logos, ethos, pathos at work
Know the following terms and be able to recognize them at work in a text:
Rhetoric
Rhetor
Aristotelian Triad
Persona
Subject
Audience
Voice
Diction
Denotation
Connotation
Syntax
Tone
Logos
Ethos
Pathos
Context
Aim/Purpose/Intention
Genre
Exordium
Narration
Partition
Confirmation
Refutation
Peroration
Parallelism
Anaphora
Antithesis
Logos: "Confucius said, ‘If a state is governed by the principles of reason…” (Thoreau).
Pathos: There are thousands who are in opinion opposed to slavery and to the war, who yet in effect do nothing to put an end to them; who, esteeming themselves children of Washington and Franklin, sit down with their hands in their pockets, and say that they know not what to do, and do nothing…” (Thoreau).
Ethos:
“If at this moment, you’re worried that I plan to present myself here as the wise old fish explaining what water is to you younger fish, please don’t be. I am not the wise old fish” (Wallace).
MON. 1/31 through FRI. 2/4
Monday
DUE: Paper outline OR 2 pg. draft (one on one conferences)
HW (for Thursday): Read Thoreau essay and complete questions #1-4 (see link on Language and Rhetoric towards bottom: print and complete Thoreau questions at bottom of page)
Tuesday
snow
Wednesday
snow
Thursday
Library: finish outline/draft conferences
Friday
U6 Vocab Quiz
--Rhetoric terms intro
HW for Monday: Read Thoreau essay and complete questions #1-4
See Language and Rhetoric if you need the documents.
THURS. 1/27 and FRI. 1/28
Thursday
Work day: iSearch
Friday
Lessons Learned
HW: --Assign Thoreau Essay
Week of WED. 1/19 through FRIDAY 1/21
Wednesday
Midterm Details: MONDAY 1/24, from 7:45-9:22: 5th period in C149; 8th period in C150
- Characteristics of an effective thesis statement: precise in scope, yet comprehensive of topics; appropriate to paper's purpose (cause/effect; problem/solution; essay of evaluation; essay of argumentation/position paper); suggestive of the paper's scope/topics; grammatically sound
- example:Teen suicide, and with it, adolescent depression, are national epidemics that must be cured before more of our nation’s youth make the irreversible decision to end their own lives. As with any epidemic, the government itself should take action; in this case, it must make preventative counseling services widely and freely available to any young people who seek them.
- activity: Lotto Discussion of three (3) working thesis statements --->analyze each for characteristics of an effective thesis
- MLA and in-text citation reminders/questions
- activity: how would you quote from the first paragraph of this article? Paraphrase?
- See
CommonMLA_problem.pdf
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- 118 KB
- Small Groups: peer revision of thesis statements and Source Sheet 1; make sure they meet the characteristics, then submit
DUE: Working thesis statements AND Source Sheet 1Thursday
Friday
Week of MONDAY 1/10 through FRIDAY 1/14
From now until the end of the iSearch project, bring all book(s) and sources with you to class. I recommend you keep them in a separate folder in your binder.
Monday
-Laptops
-Lessons Learned project files due to me by end of period (if absent, due next day of your appearance) or late.
-Completed Research Project Topic Proposals due to me at beginning of period (if absent, etc.) or late.
Tuesday
-Finish collecting projects and checking Topic Sheets
-Laptops
-Find more research sources; read/annotate your book and other sources for evidence for your paper
Wednesday
snow day
Thursday
-See additions to Isearch assignment file on ISearch Paper Resources: Overview of differing Paper approaches and Research Process.
-Identify approach and update working thesis (due Monday); discuss characteristics of an effective thesis [focused yet comprehensive; appropriate to paper's purpose (argumentative, etc.); suggestive of the paper's scope/subtopics; grammatically sound];
-hand out Source sheets (due Monday)
Friday
Lessons Learned Presentations:
-Alec
-Nicole
-Dean
-Hannah Go.
-Jessie
-Mo
-Bryn
-Goutham
-Cam
-Austin
Tuesday
- Updated working thesis due
- Source Sheet #1 due
-MLA Overview: Quoting, Paraphrasing, and Works Cited. Assign Source Sheet #1 (due tomorrow) and Works Cited (due Monday).Wednesday
Works Cited due
Week of MONDAY 12/20 through THURSDAY 12/23
-Finish film: Life is Beautiful
-Discuss Lessons Learned Project plans; view examples; begin work
Week of MONDAY 12/13 through FRIDAY 12/17
Monday
Tuesday
Wednesday
Thursday
Friday
Week of MONDAY 12/7 through FRIDAY 12/11
Monday
- Discuss Study Guide Questions: Ch. 1 and 2
HW: ReadTuesday
--Discuss "The Absurd Hero" essay: characteristics of the Absurd Hero. Application to The Stranger.
--Review for tomorrow's test on Part 1 and Camus's Philosophy of the Absurd
Wed.
Test on Camus's Philosophy of the Absurd and The Stranger: Part 1
HW: Read The Stranger Ch. 3 and 4
--Complete Study Guide Q's #2, 5, 7, 8, 9, 10 (Ch. 3); Q's #1, 3, 5, 8, 9 (Ch. 4)
--Reading Journal for Ch. 3 and 4 OR wait until tomorrow and do Ch. 5
--For the journal, choose any one of the "Essential Questions" on the Camus and The Stranger page and apply this to the chapter(s), in addition to including your own reactions and observations.
Thurs.
Discuss Part 2: Ch. 3 and 4 and study guide questions
HW: Read Ch. 5 (Q's # 6, 7, 8)
--Reading Journal if you didn't do Ch. 3 and 4
-- --For the journal, choose any one of the "Essential Questions" on the Camus and The Stranger page and apply this to the chapter(s), in addition to including your own reactions and observations.
Fri.
Discuss Ch. 5, the end.
- Your reactions/journals
- Symbolism on p. 108; evidence of Absurd on p. 109; The meaning of the end [(connection to Meursault's story of his father (109); comment on Maman (122); Meursault's epiphany (122-123)]
- Who is the Stranger (a.k.a. Outsider)? Could it be anyone other than Meursault? (see Camus and The Stranger Essential Question)
- 5 min. film
- Begin excerpt from "Reflections on the Guillotine"
HW: Read the Critical Essay titled "The Stranger" and answer related questions.
Critical Essay on The Stranger.doc
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Questions for Critical Essay on The Stranger.doc
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- 32 KB
ALSO, download the following file; read the directions and answer the questions as they pertain to the first three pages of Camus's essay "Reflections on the Guillotine" (.pdf also included here).next week: Existentialism and Absurdism in Life is Beautiful
Week of Tuesday 11/30 through Friday 12/3
Tuesday: Discussion of The Stranger, Ch. 1, 2, 3
Wednesday: Hey there Gifted and High Potential people. Sorry about the absence today; I'm sure you're all wishing we could be discussing Absurdism, but I'm out sick. On the other hand, that windy, dark, rainy day outside is perfect for reading Camus! Here's the updated plan for the week:
Homework for Today: finish Part 1 of The Stranger (read through and including Chapter 6) and complete your study guide.
Thursday: We're going to attempt discussion of Chapter 4, 5, 6, and the book as a whole up to this point. I feel like we've struggled a bit up to this point in our discussions, but part of that is my fault. We're going to take a little different, hopefully more focused approach and see what we can get out of it (we're going to be doing more writing: get excited!). It's an easy read, but a complex discussion.
-No quiz today, as previously discussed. We'll do this next week after we've finished Part 1. Quiz will be on Part 1 and the background on Absurdism that we discussed in class.
Friday: Unit 4 Vocab Quiz.
HW: Read Part 2: --Chapters 1 and 2 (p. 63-81);
--Complete study guide (Ch. 1 Questions #2, 4, 5, 7, 8, 9; Ch. 2 Questions #2, 5, 6, 7, 8, 9)
--Complete Reading Journal on The Stranger (see Reading Journal file on Camus and The Stranger) and bring to Monday's class. No specific prompt, just your reactions and observations to Ch. 1 and 2.
MON Week of MON. 11/22 to WED. 11/24
Albert Camus and the Philosophy of the Absurd; Existentialism background.
MONDAY 11/22
- GHP Spelling Bee
HW:For Tuesday:
TUESDAY 11/23
- HW Check: "Albert Camus and the Philosophy of the Absurd" questions. Discuss.
- Read and discuss "The Myth of Sisyphus".
- Hand out The Stranger (return Siddhartha); hand out The Stranger study guide and assign.
HW:Read The Stranger Part 1, Chapter 1 (p.3-18). Answer questions in study guide for Chapter 1.
WEDNESDAY 11/24
- Discuss Part 1, Chapter 1 and study guide questions.
HW:Read The Stranger Part 1, Chapter 2 (p.19-24) and Chapter 3 (p.24-33). Answer questions in study guide.
Expect a short Quiz upon return (next Tuesday).
Letter to an English 12 rookie:
You will write a letter addressed to yourself (well, an earlier version of yourself): yourself at the beginning of this year, on day one of English class. Try to remember what questions, concerns, worries, and interests you// had on the first day of class, and express and try to respond to these.Tell yourself what you (the earlier you) should expect from the class. What will he or she enjoy? What will be challenging? What will he remember? What will she forget? What will make the class worthwhile, useful? And so on.